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Direct linkCheng, Yu-Lin – Journal of Psycholinguistic Research, 2017
English orthographic learning, among Chinese-L1 children who were beginning to learn English as a foreign language, was documented when: (1) "only" visual memory was at their disposal, (2) visual memory and either "some" letter-sound knowledge or "some" semantic information was available, and (3) visual memory,…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Phoneme Grapheme Correspondence
